Posted: June 21st, 2022

Development Of Scientific Thinking Skills

Question:

Discuss the Development of Scientific Thinking Skills.

Answer:

The early childhood framework curriculum includes many subjects that help develop children’s understanding of the subject.

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The early childhood framework curriculum must include science.

The inclusion of science is necessary to give children a basic understanding about scientific concepts.

It is important that early childhood providers focus on science in order to encourage children to understand scientific concepts (Akerson Buzzelli, Donnelly 2008).

This approach is dependent on several factors.

The first is the child’s ability to learn. Studies have shown that children learn faster than adults, and so helping them to understand basic concepts of science helps them to grasp the fundamentals.

It is also believed that if children are exposed to scientific concepts as early as possible, it will aid them in future learning.

It is essential to include science into early childhood curriculum.

Science and Early Childhood Education:

Research shows that children learn differently depending on their environment (Reynolds Temple Ou Arteaga & White 2011).

The lack of environment stimuli could lead to children’s lack of development.

Science is therefore a vital part of learning. It provides the necessary stimulation to encourage children’s creativity and allows them to respond in different ways.

Science should be incorporated into early childhood learning for a variety of reasons.

Science is fun for children.

Science is connected to nature. Children love to respond to stimuli (Spodek and Saracho, 2014).

Science inspires children to discover the world.

Children learn science best when they are engaged in it. This helps them to understand the world and apply the concepts to their daily lives.

It also encourages children to have a positive outlook on nature and the natural phenomena that occur every day.

This helps children build a strong scientific foundation.

The foundation is important because it allows the children to apply these concepts throughout their academic careers to improve their science knowledge.

These activities help students and their children develop their scientific thinking skills.

This will allow them to transfer their thinking skills into their academic domains, and help to build their academic learning base (Cunningham & Cunningham 2011, 2011).

Science stimulates curiosity and helps children learn about the world around them.

Science is a subject that children learn about in their early years.

Science is the subject related to changes in the environment. (Copple & Bredekamp. 2009).

Therefore, it is essential to give children a basic understanding of their environment.

It is crucial to introduce science in the early years because children can develop their interests at this stage.

Children can be exposed to science at an early age and have a basic understanding of concepts related to their lives. (Hull 2010).

Science Subjects and Concepts

To help students understand science concepts, it is important to get to know them.

There are many factors that can affect science concepts in children.

Some of these factors include peer groups, culture and language, sensory experience, mass media, and others.

It is important to understand the concept by examining how the child thinks, and how he comprehends it.

The basic science subjects that must be taught to children or students at elementary level are many (Shouse Schweingruber & Duschl 2007, 2007).

Children develop an interest in a particular field of science by sharing their ideas.

Biology is a topic or fuel for science that draws children who are curious about learning about their own bodies.

Biology deals with the basic aspects of the human body.

Biology concepts, such as teaching children the names of the organs and the different parts of the body, help them become more familiar with their bodies (Mac Naughton Rolfe & Siraj–Blatchford (2010)).

Physics, another science field, deals with the natural phenomena that occur all around us such as angles and walking.

These concepts should be mastered by children as young as possible.

Chemistry is about natural phenomena in the world today.

It is about what we touch and feel.

It is about altering the forms of things.

Therefore, early childhood education should be about teaching students about the chemical reactions occurring in the environment.

Earth science, optics, and many other subjects can be related to science.

It is difficult to differentiate the concept of science children (Dahlberg Moss & Pence 2007).

It’s possible that children might understand things differently than they actually do.

Children may hold different beliefs about living and not living than adults or scientists.

Some children believe plants are not living because they can’t move.

This is why it is so important to teach science basics to children.

Framework Science Curriculum for Early Year Childhood:

The early-year framework suggests that science is based on three standards: science understanding, inquiry skills, and science in human endeavor.

All three strands are interrelated and all three are taught in an integrated way to young children at the early childhood level.

The foundation level through the second grade, students in early childhood learn about observation (“Policies and Procedures: Department of Education and Training”, 2017.

Students at this stage learn how to look for patterns and observe things.

Understanding patterns allows students to make predictions about phenomena.

So what does science look like according to the early-year framework?

The science can be defined as the knowledge that is used to understand natural phenomena, as well as the process for revising that knowledge in response to changing environmental conditions (Abell Rogers Hanuscin Lee & Gagnon (2009)).

Year 3 is a year in which children are introduced to the heat effect on solid and liquid, as well as understanding the energy flow between them.

Children at level 4 try to explore the concepts and make predictions according to their knowledge.

Students are introduced to the worlds of living and non-living objects at level 5.

This age is when children are taught to classify new matter, which is gas.

They learn about the different types of transformations and transfers of things at 6 years old.

Students in years 7-10 learn to separate different substances from their mixtures as they develop an understanding of the process.

They are able to understand the movement of Earth and the relation between Earth, Moon, Sun.

The study of relative motion allows children to expand their knowledge of the universe. (Early Years Learning Framework

As they can see Sun, Moon and stars every day and night, this knowledge can be easily accessed by them.

The children can then learn more about the atoms, and the atomic energies at levels 10 to 12.

They acquire knowledge about the formation and combinations of atoms.

Now, after acquiring all of this knowledge, children are able to formulate their own questions and develop hypotheses to find the answers.

The science study begins with children learning to know their surroundings and the environment around them.

The children then develop their ability to visualize the world around them (Zimmerman 2007, 2007).

This allows them to use the scientific concepts learned in the classroom.

The final level is the first level of scientific concoctions.

This allows children to make their own concoctions according to their understanding of the subject.

Science should be an important subject in early childhood.

To enable them to use science concepts in the later stages of their science learning, they should be able to provide a basic understanding of science concepts to students as early as possible.

The ability to understand the basics of science concepts at an early age increases their interest and helps them develop thinking skills that they can use in the future to apply those concepts in their daily lives.

Their scientific thinking also contributes to the generation of new ideas. This strengthens scientific knowledge.

Teachers should provide knowledge gradually and slowly to their students to enable them to understand things.

It is important to consider the age of students and the complexity of scientific concepts when determining the curriculum.

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Journal of Science Teacher Education 20(1): 77-93.

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Journal of Research in Science Teaching. 45(6), 748–770.

Developmentally appropriate practice in early child care programs for children from birth through 8.

National Association for the Education of Young Children.

1313 L Street NW, Room 500, Washington, DC 22205-4101

Principles of environmental science: inquiry and applications.

Beyond quality early childhood education and child care: Languages for evaluation

Early Years Learning Framework

Science as a Process: An evolutionary account on the social and conceptual development science.

University of Chicago Press.

Mac Naughton G. Rolfe S. & Siraj -Blatchford I.

Research on early childhood.

Mcgraw Hill Education (UK).

Policies and procedures: Department of Education and Training.

School-based preschool education and well-being at age 28: Effects of timing, dosage, subgroups, and other factors.

Take science to school: Science learning and teaching in grades K-8.

Handbook of research about the education of young kids.

The development and use of scientific thinking skills in elementary school and middle school.

Developmental Review 27(2), 172-223.

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